Broadening access to advanced placement

Broadening Access to Advanced Placement Broadening Access to Advanced Placement® A TOOLKIT FOR EDUCATORS AND SCHOOL LEADERS CREATED BY AP TEACHERS Contents 2 Acknowledgments 3 About the Advanced Place[.]

Broadening Access to Advanced Placement ® A TOOLKIT FOR EDUCATORS AND SCHOOL LEADERS CREATED BY AP TEACHERS Contents Acknowledgments About the Advanced Placement Program AP Equity and Access Policy About the Toolkit The Seven Strategies AP Leadership Team 10 AP Ambassadors 11 AP Listening Session AP Bootcamp 14 AP Information Event 16 AP Course Availability and Sequencing 15 18 AP Prep Sessions Appendix Broadening Access to Advanced Placement® Acknowledgments This toolkit was created with the contribution and guidance of many colleagues in the AP community We started with a small committee of AP teachers, sought input from a group of AP teacher advocates via a survey, and held virtual feedback sessions The individuals noted below were particularly instrumental in the creation of the toolkit All affiliations were current at the time of publication Allie Stevenson, AP Statistics Teacher and Lead AP Teacher Pflugerville High School, Pflugerville, Texas Beth Rubin, AP Seminar, AP Research, and AP English Literature and Composition Teacher Frank W Springstead High School, Spring Hill, Florida Blythe Samuels, AP Computer Science Principles Powhatan County High School, Powhatan, Virginia Briana Ornelas, Student, Pflugerville High School, Pflugerville, Texas Dixie Ross, AP Calculus AB/BC Teacher (Retired) Pflugerville High School, Pflugerville, Texas Dr Donald L Singleton, Esq., NBCT, AP U.S Government and Politics Susan Miller Dorsey High School, Los Angeles, California Jeanne Maxwell, Coordinator, Specialized Programming Arlington Independent School District, Arlington, Texas JD Coker, AP Macroeconomics, AP Microeconomics, and Social Studies Coordinator Katy Independent School District, Katy, Texas Joshua Brown, AP Recruitment and Retention Coordinator, AP English Language and Composition, Evanston Township High School, Evanston, Illinois Judith Odu, Student, Pflugerville High School, Pflugerville, Texas Mason Logerot, AP World History: Modern Teacher and Lead AP Teacher Pflugerville High School, Pflugerville, Texas Rachel Cupryk, AP English Language and Composition Teacher Red Mountain High School, Mesa, Arizona Rebecca Embry, Assistant Principal, Former Pre-AP Math Teacher Kelly Lane Middle School, Pflugerville, Texas Roderick Alcantara, Student, Pflugerville High School, Pflugerville, Texas Taylor Johnson, Engineering Education PhD Student, Former AP Student Virginia Tech University, Blacksburg, Virginia And a special thank you to the following teams; AP Advocates Program, Mission Implementation, and AP Outreach Broadening Access to Advanced Placement® About AP The Advanced Placement® Program (AP®) enables willing and academically prepared students to pursue college-level studies—with the opportunity to earn college credit, advanced placement, or both—while still in high school Through AP courses in 38 subjects, each culminating in a challenging exam, students learn to think critically, construct solid arguments, and see many sides of an issue—skills that prepare them for college and beyond Taking AP courses demonstrates to college admissions officers that students have sought the most challenging curriculum available to them, and research indicates that students who score a or higher on an AP Exam typically experience greater academic success in college and are more likely to earn a college degree than non-AP students Each AP teacher’s syllabus is evaluated and approved by faculty from some of the nation’s leading colleges and universities, and AP Exams are developed and scored by college faculty and experienced AP teachers Most four-year colleges and universities in the United States grant credit, advanced placement, or both on the basis of successful AP Exam scores—more than 3,300 institutions worldwide annually receive AP scores AP Equity and Access Policy Statement The AP Program strongly encourages educators to make equitable access a guiding principle for their AP programs by giving all willing and academically prepared students the opportunity to participate in AP We encourage the elimination of barriers that restrict access to AP for students from ethnic, racial, and socioeconomic groups that have been traditionally underrepresented Schools should make every effort to ensure their AP classes reflect the diversity of their student population The AP Program also believes that all students should have access to academically challenging coursework before they enroll in AP classes, which can prepare them for AP success It is only through a commitment to equitable preparation and access that true equity and excellence can be achieved Broadening Access to Advanced Placement® About the Toolkit This toolkit was created by AP teachers Its purpose is to document and share strategies for improving the diversity, equity, and inclusion of AP programs in schools Each strategy was identified by teachers as having helped their schools develop and maintain a culture of opportunity and inclusion for their advanced academic programs Schools working to improve diversity of their AP program can adopt as many of these strategies as are appropriate for their communities Schools should begin with an honest assessment of their data, comparing schoolwide student demographics to the demographics of the students in the school’s AP classes, in terms of both participation (in the course as well as on the exam) and performance—and in terms of both students and teachers While the school’s overall AP program might reflect their school’s demographics, gaps in particular AP courses should be addressed This is important because certain classes serve as gateways to college majors in which there’s a significant underrepresentation of low-income, minority, and female students Each strategy can be adopted individually, and some strategies can be used simultaneously to reinforce one another A long-term action plan might involve layering these strategies over time Here are the seven strategies for recruiting a wider diversity of students to your AP program and establishing a culture of inclusion: AP Leadership Team – Establish a committee of teachers and administrators to examine data, create and model an access-centered vision, and maintain a general continuity in policy and programming for the school’s AP classes AP Listening Session – Collect input from students on ways to improve the AP program and barriers to participation AP Ambassadors – Set up a program for students to take a leadership role in recruiting their peers for AP classes AP Boot Camp – Offer an event to build community, leadership capacity, and study skills in students enrolled in AP classes AP Information Event – Share information about AP with students and families, focused on AP course offerings and potential alignment with students’ educational and career goals AP Prep Sessions – Host review sessions by experienced AP readers or other successful AP teachers to support students as they prepare for AP Exams AP Course Availability and Sequencing – Intentionally add AP courses that serve as a gateway for expanding access to rigorous coursework School leaders should tailor each strategy to their school’s needs and resources Although there’s no instant, one-size-fits-all strategy to improve the diversity and equity of an AP program, awareness and action are key Ongoing reflection leads to adjustments and expediencies that can then be documented, shared, and adopted by other schools seeking to expand the AP opportunity to their own students Broadening Access to Advanced Placement® The Seven Strategies What problem does this address? How does this solve the problem? What type of school could benefit from this strategy? AP Leadership Team Many successful AP programs are built around a single dynamic AP teacher and are more accidentally than intentionally successful Policies and practices aren’t documented and so might not be consistent or easily replicable The AP leadership team provides a common vision and takes intentional action to improve access and equity The team ensures that policies and practices are well designed and documented in order to provide consistency across AP classes Schools that are beginning an AP program or that have an established program that isn’t intentionally designed AP Listening Session When schools discover a discrepancy between the demographics of their AP program and their overall school demographics, they’re often at a loss as to why students aren’t choosing to take AP classes This brings together students of equal ability who have chosen to take AP classes and those who didn’t choose to take AP classes Adult stakeholders need to listen to find out what differentiates these groups and to give students a chance to propose solutions Any school that discovers a gap between the demographics of their AP program and their overall school demographics AP Ambassadors Students who aren’t choosing to take AP classes are often more open to peer influence than adult influence The AP Ambassadors group identifies and addresses issues preventing some students from taking advantage of the AP opportunity The AP Ambassadors group identifies and addresses issues preventing some students from taking advantage of the AP opportunity Ambassadors help affirm the AP identity of students traditionally underrepresented in AP classes Ambassadors also build community and cultivate leadership Schools that want to recruit students from a particular demographic group or that want to enlist students to help improve their AP program AP Boot Camp Capable students who aren’t choosing to take AP courses might lack a sense of community with other students in those courses or might not have confidence in their study skills An AP Boot Camp builds a sense of community for students who are new to the AP program It develops study skills necessary to be successful in advanced coursework, helps students cultivate relationships with other students and AP teachers, and gives students a jumpstart on AP coursework Schools that have recruited more students to their AP courses and want to ensure that students who haven't yet experienced rigorous coursework have the confidence they need to be successful Strategy Broadening Access to Advanced Placement® The Seven Strategies What problem does this address? How does this solve the problem? What type of school could benefit from this strategy? AP Information Event Some families aren’t familiar with the AP program and so don’t encourage their students to participate Students also sometimes are unaware of the many benefits of participating in AP classes Having a variety of sources ensures students and their families can access information to make decisions that help fulfill their educational and career goals Schools that are adding new AP classes or trying to expand participation in existing AP classes AP Prep Sessions Some less experienced teachers aren’t familiar with the way in which AP Exams are scored in their subject area They aren’t confident in preparing students for the exams Bringing in more experienced and successful AP teachers provides equity for students in classes taught by less experienced teachers This benefits the students who participate and provides professional development for their teachers Schools that have students participating in AP classes but aren’t getting the exam results they want AP Course Availability and Sequencing Schools with limited resources may only be able to add a small number of AP classes and want to start with classes that will help build a diverse enrollment Determining which to add should be informed by research as to which AP classes provide the best impact on students from under-represented populations Any school that is planning to add AP classes with the intention of broadening access to students who have traditionally been under-represented in the AP program Strategy Broadening Access to Advanced Placement® AP Leadership Team Giving AP Teachers Structure and Support An AP Leadership Team can consist of an administrator, a counselor, and several AP teachers of varying levels of experience The purpose of this group is to plan and execute events related to the AP program in the school, especially those designed to improve access and equity The group sets priorities and determines goals so resources can be used to best serve students They determine policies that relate to the AP program, funding for low-income students exam fees, and requiring AP students take the AP exam) and set clear expectations for AP teachers The AP Leadership Team meets throughout the school year with the primary goal of expanding participation and success of underrepresented student populations in their AP program The AP Leadership Team members are expected to be familiar with the tools and resources that the AP Program provides so they can assist teachers who are struggling to make the best use of those tools and resources (e.g., AP Potential™ and AP Classroom) to improve diversity and inclusion in their AP classes The AP Leadership Team regularly reviews data on student participation and performance to identify opportunities for improvement The leadership team should also stay up to date regarding stays up to date regarding the demographics of the AP teaching staff and identifies teachers who can support efforts to improve diversity and inclusion Potential AP teachers are encouraged to attend training while experienced AP teachers are encouraged to become AP readers and AP Program consultants Because some districts consist of several high schools with AP programs, they often have an AP Leadership Team that meets at the district level to maintain consistency and communication among the AP teachers at different campuses August Review previous year’s participation and performance to determine gaps among student demographic groups and to set goals for improvement in diversity and inclusion Ensure all AP teachers have reviewed their Instructional Planning Report (IPR) and used their demographic data to establish individual goals to improve diversity and inclusion Plan and execute AP Boot Camp for students new to the AP program September Ensure all AP teachers have completed the necessary course audit and are using AP Classroom and related tools Ensure students are being prepared for the October PSAT-related assessments administered to all sophomores and juniors October Consider AP course additions for the following school year with the goal of adding classes that will help diversify the AP program Identify and eliminate barriers to exam registration Plan spring AP Prep Sessions Broadening Access to Advanced Placement® “This strategy has allowed us to have a fuller grasp of how our students and teachers experience the AP program— we’re working to build capacity, leadership, and ownership so the program can thrive beyond the tenure of an exceptional teacher.” Rebecca Embry, Assistant Principal, Former Pre-AP Math Teacher December Distribute access codes for AP Potential Use the test results and the AP Potential tool, as well as other factors, to identify students who should be recruited to AP classes Provide training in that tool for interested teachers Help teachers plan recruitment efforts for their respective courses January Plan and execute AP Information Event prior to registration for next year’s classes AP teachers are expected to assist with group events as well as use conversation starters with individual students and their parents Based on course requests and enrollment numbers, new AP teachers might need to be identified and encouraged to attend summer training March/April Help conduct AP Prep Sessions Begin identifying training opportunities for teachers May Gather student feedback on the AP program and how well prepared they were for their AP Exams Having an AP Leadership Team enables schools to maintain continuity in their program and provide support to newer AP teachers The goal is to establish a culture of inclusion and to build sustainable structures that aren’t dependent on any one dynamic teacher or highly committed administrator Broadening Access to Advanced Placement® AP Listening Session Giving Students a Voice The purpose of the AP Listening Session is to allow students to identify school-level barriers to AP program participation and to give them the chance to identify solutions Step Compare the school demographics (e.g., race/ethnicity, gender, and economic status) to the demographics of the AP program (in terms of course participation, exam participation, and exam performance) to identify underrepresented populations Look at the data for the overall AP program, as well as the data for individual classes, because some participation gaps are course specific Step Using AP Potential and teacher recommendations, identify students who were active participants in the AP program and students of the same demographic and equal potential who weren’t participating in AP classes Step Convene a listening session at a time convenient for the target population; for example, hosting at lunch with pizza, sodas, and cookies allows for students that ride the bus and can’t stay after school to participate Step Share the data on the discrepancies in participation with the students Additionally, consider providing an anchor article, such as: “Black Students’ Cruel Choice” by Harvard researcher John Tierney, and ask students for their reaction Step The main portion of the listening session is devoted to having students answer the questions: Why did you choose to take or not take AP courses, and what can the school to encourage underrepresented students to participate? Step The most difficult part of this process for the adults is to listen and take notes without being defensive—to simply listen to students and acknowledge the legitimacy of their viewpoints Step Take what you hear and develop an action plan to address the issues identified by students “The listening sessions give us an opportunity to make sure students who are underrepresented in the AP program feel seen and heard.” Dixie Ross, AP Calculus Teacher SUGGESTIONS: Students may be more honest and forthcoming if there aren’t AP teachers or counselors in the room Consider training some of the initial listening session participants to conduct future focus groups They can take notes on what their peers say and then write a report summarizing what they hear and action steps for the school administrators In lieu of using students to lead the listening session, another trusted adult who isn’t an AP teacher or counselor can be enlisted to lead the session, take notes, and report back to the AP Leadership Team If convening a listening session isn’t possible, then conducting a survey of those students who have shown likelihood of succeeding in AP classes but aren’t choosing to participate can provide an opportunity for students to provide input Broadening Access to Advanced Placementđ Đ Students who take AP Computer Science Principles, including those who take it in 10th grade, are much more likely to major in Computer Science than students who don’t take CSP This pattern is similarly strong for Black and Latinx students § Additional recruitment materials have been developed for AP Computer Science Principles that are easily accessed through AP Central AP WORLD LANGUAGE COURSES IN 9TH OR 10TH GRADES: In schools with large populations of heritage speakers, AP world language courses can also be used to serve as a pathway to other AP classes The key is to provide students with an initial AP experience that is successful so that they build confidence in their ability to tackle AP coursework and begin to identify as AP students Another strategy that schools are using to diversify their AP course enrollment is to adopt the project-based learning approach to teaching AP US Government and AP Environmental Science classes Research shows that to be prepared for the rigors of college-level coursework, students need: consistent opportunities to engage with challenging coursework, strong instruction that lets students most of the work, deep engagement in what they are learning, and teachers who hold students to high expectations Teachers working as vertical teams, often including grades 6-12, can support student preparation for AP by incorporating the concepts, skills and habits of mind that are needed for AP success into their courses High-quality instructional materials and professional learning, like those included in Pre-AP and SpringBoard, can support this goal Broadening Access to Advanced Placement® 17 Appendix The items in the appendix are meant to serve as examples that teachers/schools might use as they work to build a more inclusive and diverse AP program All of the following items are referenced in the toolkit (underlined and bolded): § AP Teacher Expectations § AP Equity and Access Worksheets § Playlet for AP Information Event § AP Brochure § Poster Outlining Potential Cost Savings with AP § Invitation to Talk Flyer § Conversation Starters for Students § Conversation Starters for Parents Broadening Access to Advanced Placement® 18 AP Teacher Expectations This is an example that was developed from a collaboration of AP teachers and administrators It can serve as a starting point for a policy for your school, but it should be adapted to fit your school’s needs ADVANCED PLACEMENT PROGRAM To improve participation and performance in the school's AP classes and on AP Exams: Section AP teachers will be expected to: A Recruit students to their classes using at least two activities: w Make a brochure, flier or video promoting their class w ”Guest-teach” in prerequisite classes w Send personalized invitations using data from AP Potential w Participate in the school's AP Information Night B Support students who are new to AP by: w Explicitly teaching the study skills necessary for success w Sharing the safety nets that have been established for each class C Share the benefits of exam participation, including the opportunities for earning college credit and the academic recognitions available D Make regular use of the tools and resources available in AP Classroom E Give at least two opportunities for students to take full-length AP practice tests and provide timely feedback for improvement F Participate in AP training at least once every three years, such as attending an AP Summer Institute or a fall or spring AP workshop, serving as an AP reader, or engaging in another approved activity G Use the data from their personalized AP Instructional Planning Report to identify at least one topic as their focus for improved instruction Section Administrators will: A Support teachers in attaining these expectations by providing funding, resources, and training opportunities as requested and when available B Meet with AP teachers regularly to help them establish realistic goals, determine needed support, and provide resources to help them attain their goals Broadening Access to Advanced Placement® 19 ... planning to add AP classes with the intention of broadening access to students who have traditionally been under-represented in the AP program Strategy Broadening Access to Advanced Placement? ?... administrator Broadening Access to Advanced Placement? ? AP Listening Session Giving Students a Voice The purpose of the AP Listening Session is to allow students to identify school-level barriers to. .. teachers to conduct exam preparation Broadening Access to Advanced Placement? ? 15 AP Course Availability and Sequencing Building your AP Program One of the best tools administrators can use to broaden